The new curriculum standard points out that reading teaching in all periods should attach importance to reading aloud and reading silently. It can be seen that reading is the most commonly used and important teaching method in reading teaching, and whether reading training is effective or not is the main symbol of the success of reading teaching. At present, the teaching of reading aloud has attracted the attention of Chinese teachers, but the actual teaching effect is not ideal. Most students can read the article correctly and fluently, but few students can understand the meaning, taste and feelings of the article. So, how to strengthen reading training and effectively cultivate students' reading ability? The philosopher Hegel said: "Teachers are the most perfect idols in children's minds." Pupils have a strong sense of learning from teachers and strong imitation ability. Students in middle and lower grades, in particular, have not mastered reading skills well. Teachers' eloquent demonstration reading in class can not only stimulate students' interest in reading, but also enable students to quickly understand how to break sentences, pause and tone sandhi in imitation. Although senior students have mastered some reading skills, it is still necessary for teachers to model reading. Good model essay reading can create a good teaching situation, so that students can directly understand the feelings to be expressed in the text, and then understand the ideological content and emotional tone of the text. Teachers should demonstrate reading, not simply use recording instead, which loses the intuitive function of demonstration reading. Practice has proved that the better the teacher's exemplary role in reading aloud, the faster the students' reading ability will be improved. Second, fully guarantee the reading time in class. The main task of Chinese teaching is to cultivate and improve students' ability to understand, accumulate and use language. The cultivation and improvement of these abilities require teachers to take textbooks as the basis and texts as the basis. Only by giving students more time to process texts and get information from them can they improve their ability to feel, understand and accumulate language and characters. In Chinese class, the teacher should leave some reading time for students, so that students can read more and read fully. But many teachers' Chinese classes have become question-and-answer classes. In some Chinese classes, the teacher asks students to listen to tapes, watch movies and perform for a while, so students have little time to read aloud. Some teachers are afraid that students don't understand the text and the article is not thorough, so they take pains to explain it, turning the time for students to read aloud into a teacher's speech. The ancients said: A book can be read a hundred times, and then its meaning will be known. If you read well, you don't need to explain, but you know what it means. Effective reading is better than the teacher's thorough explanation, so Chinese teachers should set aside time for students to read, find problems, analyze problems and solve problems in reading. Let the tedious "speaking, asking and answering" in class give way to reading, and let the fancy group discussion give way to reading. At present, primary school Chinese textbooks. There are many words that are both beautiful, readable and humanistic? . In teaching, teachers should design different reading goals and requirements according to different genres and contents of articles? . Explanatory articles and popular science articles are generally suitable for introductory tone reading, but not for reading training. People's narrative works have beautiful words, twists and turns of stories and ups and downs of feelings; Lyric articles describing scenery are rich in language and strong in emotion; Ancient poems and modern poems have a strong sense of rhythm and profound implications. These articles are suitable for reading training. Generally speaking, paragraphs and sentences that reflect the center of the article can best express the main content, thoughts and feelings of the article. Teachers can take these contents as the focus of reading training and grasp the thoughts and feelings expressed in the article more accurately. For example, when I instruct students to read the last three paragraphs of Moonlight, it is to inspire imagination and experience artistic conception. Reading the second paragraph of Swallow aims at understanding the writing skills and expression methods. Fourth, actively create reading situations to stimulate students' interest in reading. In order to make students read better and better, teachers must be full of passion and emotion. There are many ways to create reading situations: teachers can effectively model reading, use multimedia and play background music, and teachers can create vivid and interesting tips according to the content of the article. When I was instructing students to read the fourth paragraph of the first lesson of Lotus, I first made a demonstration reading with affectionate voice, so that students could close their eyes and imagine while listening. The students were immediately infected by my passion and imagined themselves as lotus flowers. When in Rome, do as the Romans do. I guided the students to read the text with my own imaginary musical expression. The students were immediately intoxicated by the beauty of lotus flowers and their love for nature. When instructing students to read The Day of Two Children Debate, I used sensational "provocative" hints: "One child refuses to accept the day", "One child speaks loudly" and "One child stomps the ground", which made the debate between the two groups of children more and more intense and achieved good teaching results. Although students are also reading repeatedly, the effect of reading is completely different from our usual mechanical reading. Fifth, the forms of reading aloud should be diversified. There are many forms of reading aloud: chorus reading, leading reading, taking turns reading, softly reading, role reading, boys and girls reading, etc. Generally speaking, junior students often use light reading, synchronous reading and role reading to enhance their reading interest and concentrate. Individual reading and silent reading should be adopted in senior grades, which is beneficial to meditation and concentration. In a class, teachers can use several reading methods alternately, but one method should be the main one. For example, a story-telling text is suitable for personal reading, such as The Little Match Girl. Words or fragments with more dialogues between characters are suitable for reading by different characters, such as pottery and tin pots. Texts with strong sense of rhythm and full of emotion, especially poems, can be read in groups; For texts with difficult words and profound meanings, teachers need to model reading or create situational guidance in time, such as Zhu Ziqing's In a hurry. Sixth, strengthen the guidance of reading skills. Students' reading ability is not innate, let alone achieved overnight. Its formation and perfection can not be separated from the guidance of teachers. Classroom teaching is the main position to cultivate students' reading ability. As the organizer and guide of classroom teaching, teachers should strengthen the guidance of reading skills. In training, students should be guided to design the changes of stress, pause, tone and speech speed according to the content and story of the article. Generally speaking, it is used to describe sudden changes, worries and encounters.